LAUSR

ABSTRACT With the increasing number of schools implementing garden-based learning, there is a need to consider pedagogies that enhance students’ learning in a garden context. At present, there is little research available and the purpose and methods of implementing these programmes are greatly varied. To meet this need, this article introduces a new research-informed model for the analysis of teachers’ pedagogical content knowledge when implementing kitchen-garden learning programmes. The model, PCKG2T, was constructed for use as the result of an interpretive-qualitative study that explored the ways in which five New Zealand teachers implemented a kitchen-garden learning programme and integrated it using a national curriculum. Data in the form of concept maps, documentary data and semi-structured interviews were analysed using three stages of data analysis and the common characteristics of PCK identified by the researchers. It is suggested the PCKG2T model could be an efficacious tool for illustrating a teacher’s PCK for garden-based learning and could be used as a tool for teacher inquiry and professional learning.